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Full-Text Articles in Education
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Dissertations
This practitioner research study (Cochran-Smith & Lytle, 2009) traced the journey toward critical literacy of a group of seven emergent bilinguals and me, their teacher, over the course of a four-month unit on argument as part of our English for Speakers of Other Languages 3 (ESOL3) class. Many of these students, like many emergent bilinguals in the United States, had been disempowered because they had not had access to the academic texts of school. As part of this research, students worked with tools of Systemic Functional Linguistics (SFL) to analyze the interpersonal, ideational and textual metafunctions of argumentation in lessons …
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Dissertations
This qualitative action research study focuses on the integration of critical literacy practices in a kindergarten classroom. Critical literacy recognizes that no texts are neutral, and that authors position their readers in particular ways. Thus critical literacy practices are those concerned with positioning readers to inquire into issues of language and power, and to disrupt, critique, and challenge texts. In this study, critical literacy was brought to life through a curriculum of rereading and revisiting texts over time. The study took place in the researcher’s kindergarten classroom, and follows students’ discussion, written responses, and dramatizations around texts read aloud in …
(Re)Storying Ferguson: Youth Voices And Literate Lives, Katherine O'Daniels
(Re)Storying Ferguson: Youth Voices And Literate Lives, Katherine O'Daniels
Dissertations
This dissertation reports on a collaborative action research study conducted with Sioux Roslawski, a third-grade teacher in a Ferguson, Missouri elementary school. Sioux and I wondered how students might use words, images, and actions to shape a vision of their community space and its future in the aftermath of the Michael Brown shooting. Situated within a critical-spatial and sociocultural paradigm, placemaking stems from understandings of place as culturally produced and interpreted, and, thus, capable of being re-designed in the interest of equity and social justice. The research methodology was guided by a critical qualitative and ethnographic approach, coupled with critical …